Unit VI "Personalizing CLIL lessons. The use of ICT"

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Transcript of Unit VI "Personalizing CLIL lessons. The use of ICT"

Members of the group:

Ana Coral Barrajón TeresaEstefanía Boronat MuñozSonia Bravo AbadGustavo Cruz LlandrésAlmudena Martínez BarrajónSilvia Municio MendozaPatricia Portela LagoRaquel Rodríguez BarrioHOW TO INTRODUCE A LESSONGenerate and maintain interestPromote success promote a fun in learningprovide opportunities for students to speak about themselvesTEACHER INPUTis the new content introduced to the students, which has to be comprehensible.LANGUAGE ANALYSISImportant in task designTHE USE OF ICTUNIT 6. PERSONALIZING CLIL LESSONS. THE USE OF ITCbased on emotional strategiesLESSON AND TASK SEQUENCEPERFORMING A TASK

DYNAMIC OF FAMILIARITY OF CONTENT AND LANGUAGE

Familiar language 1.WARM UP Familiar content

2.MAIN INTRODUCTORY STAGE New language

F amiliar content

3. INPUT DURING Familiar languageTHE MAIN LEARNING New content

4.INPUT DURING THE EXTENSION LEARNING STAGENew languageNew contentOUTSIDE THE PREVIOUS CIRCLE:1. Warm up: no cognitive challenge2.Main introductory stage: language becomes a barrier.3.Input during the main learnign stage:the new content will be "dumbed-down".4.Input during extension learning stage: cognitive challenge will be too highAnalyze and select the Thinking SkillsConnecting content and cognitionHow?Challenge students to create knew knowledgeChallenge students to develop new skillsTHROUGHReflection & Engagement inHigh Order Thinking SkillsLow Order Thinking SkillsGuide planning for cognitive dimensionAnderson & KrathwolReflection points:Are we encouraging Students to use HOTS & LOTS?Which activities or task types encourage the development of these skills?How do we deal with the linguistic demands of these tasks to ensure linguistic progression?What kind of questions must we ask in order to challenge problem-solving, hypothesizing, analyzing and evaluation tasks?What type of questions do we want our learners to ask?Have students been given opportunities to discuss new knowledge and understanding?How do we know what the Ss have learned? How our formative assessment taks use to inform further learning?How does/do our global goals fit with developing cognition?Learners as ICT producersMany ways ICT can be used for language learningDigital StoriesLearning Gamesbecauseit interacts with the language elements of the materials to provideTheories of languageCategories of languageKrashen (1981)Swain (1996)Hood (2010)CoyleMarshInput to language acquisition and to produce language accurately we need STIMULI

More importance to OUTPUT to understand material and ideas Learning takes placeHierarchy in different levelsWord levelSentence levelText levelLanguage of learningAnalyse the language needed for learnersWhat type of language does the topic use?What is the content language?Language for learningKind of language to function in a foreign language environmentWhat are the possible language demands of classroom activities?Which language skills will need to be developed?Language through learningLanguage involved in affective learning Used to promote UNDERSTANDINGWhat language functions and notions are the students learning?New environment for language learningSUCCESSVARIETY OF RESOURCES AND ACTIVITIESFUNCTIONSMedium of expressionProductivity instrumentChannel of communicationCognitive instrumentInformation and resourcePupil´s assessmentSettings generatorTutorial and management toolDiagnostic and reinstatement toolThrough different instrumentsPERSONALIZING CLIL MATERIALS

learners´ requirementsclassMaterials development principlesPrevious knowledge and experienceVarietyUse as a resourceContextTransparent and stated objectivesPrinciple of economy